SSLD Artist Development Model™
10 Tenets Explained!
Using the 10 Tenets of the SSLD Artist Development Model
1. Recognizing Student Brilliance
I believe every student enters the room carrying brilliance. My role as an educator is to recognize that brilliance, show that I see it, nurture it, and help it rise by creating the conditions where it can grow. Whether I am teaching future educators, adult beginners rediscovering their confidence, or young dancers shaping their artistic identity, I meet each person where they are and help them move toward becoming the best version of themselves. I want students to feel seen, valued, and capable of meaningful creative work from the moment they step into the studio. Creating this environment supports students in achieving their most authentic performance—where they thrive and are seen “living their best life” on stage.
2. Access and Removing Barriers to Success
Access is a core value in my teaching. Central to my philosophy is removing barriers—especially those that create marginalizing environments—by providing access and clearly showing what is possible. I believe students thrive when they know what is expected of them and have the tools to meet those expectations with confidence. I make information clear, share resources openly, and walk students through the academic and professional expectations required for careers in the arts. I connect students to opportunities, introduce them to people who can support their growth, and offer feedback that is direct, specific, and genuinely helpful. When barriers are removed and pathways are clear, students step into their work with energy, focus, and a real sense of possibility.
3. Vision and Collective Purpose
I believe in the power of vision and collective purpose. I want all my students to participate fully, with each person having “skin in the game” and contributing to a shared goal. In my classes, everyone works, everyone contributes, and everyone supports one another. When expectations are clear and the destination is visible, students deliver with focus, pride, and a sense of ownership. They feel tangible value in the work and, more importantly, they feel that they matter. I want every dancer to feel valued, connected to the goal, and confident in their ability to contribute to something meaningful. When students understand that they are integral to the work, the work gains power and passion—for both the performers and the audience.
4. Wrong & Strong: A Safe Space for Exploration
I teach with the philosophy of “Wrong & Strong” to remove the fear of failure and reinforce that boldness is more valuable than perfection. Performing “Wrong & Strong” in class is essential to developing an artist’s style and individual voice. Students in this environment work more freely and learn that mistakes are not failures—they are information. By creating a space where dancers can move with confidence, take risks, and try again, I help them develop courage and self‑trust so they exhibit fearlessness even when they are unsure.
5. Dunham Principles as Pedagogical Foundation
My teaching is grounded in the principles of Katherine Dunham, whose pedagogy honors the whole person—body, mind, and spirit. Dunham’s emphasis on disciplined practice, research‑to‑performance, intercultural communication, advocacy for the marginalized, and socialization through the arts guides the way I structure technique, creative exploration, and choreography. I encourage students to understand their lineage, take risks, and create with intention. Technique matters, but so does cultivating an environment that gives students purpose and value while honoring identity, memory, and connection.
6. Community Building Through Intercultural Communication
Community is central to my teaching. I cultivate learning environments where students feel connected to one another and to the cultural histories that shape our field. Through Dunham’s lens of intercultural communication and socialization through the arts, students learn to honor difference, collaborate generously, and recognize the cultural forces embedded in movement. I want the studio to function as a micro‑community—one where empathy, curiosity, and shared responsibility are practiced daily.
7. Community P.I.E. Framework
A core framework in my pedagogy is Community P.I.E.—Performance, Incubation/Innovation, and Education.
Community: Whether in a class or a commissioned work, it is essential to create a community where each participant feels valued as an integral member of the process and is guided by vision and purpose
Performance: Performance opportunities allow students to work as a team, experience the joy of bringing a vision to life, and share their artistry with clarity and purpose.
Incubation/Innovation: Incubation encourages experimentation, risk‑taking, and the development of original ideas. Innovation moves the art form forward and keeps it relevant to each community.
Education: Relevant education grounds students in history and cultural context while strengthening their ability to articulate creative choices and master technique.
These pillars guide students to learn with intention, vision, and purpose, giving value to themselves and their performance. Together, they help students understand that creativity is both personal and communal. Students can later apply this framework in their own artistic practice to become effective, 360‑degree performing artists engaged with their communities.
8. Artistry and Creative Identity Development
On Day One of each of my pre‑professional trainee classes, I tell dancers their purpose: “As artists, our job is NOT to fit in, but to create a world that EVERYBODY ELSE wants to be in.” That said, I believe one of the most important parts of training is helping students develop a strong artistic identity and unique personal style. I want students to understand that their individuality is an asset, not an obstacle. I encourage them to explore their instincts, make choices, and trust the qualities that make them different. Technique provides structure, but identity gives direction, clarity, and voice. By giving students space to experiment, supporting their curiosity, and reinforcing that their perspective matters, I help them build the confidence to stand in their artistry. My goal is for each dancer to leave my class with a clearer sense of who they are, what they bring to the work, and how they can contribute something original and meaningful to the field.
9. Resilience and Professional Mindset
I prepare students for the realities of the dance world by teaching resilience as a core skill. I often describe the artist’s journey as a “whack‑a‑mole” experience—corrections, forgotten notes, missed auditions, and injuries appear constantly, yet artists continue to rise and return to their craft. Performance challenges and unexpected snafus will always occur, and the goal is not to avoid them but to respond with adaptability and strength. That is the mark of a true professional. Audition preparation and mindset training help students maintain a high tolerance for rejection while continuing to pursue their artistry.
10. Financial Literacy for Sustainable Artistic Careers
I believe artistic excellence must be supported by practical knowledge. I teach students that financial literacy—understanding agents, budgets, contracts, funding, sponsorships, grants, branding, and creative resourcing—is essential to sustaining a creative life. When students learn how to support their ideas with strong financial and administrative foundations, they gain agency and the ability to shape their own futures.
Together, these ten tenets create a learning environment where artists feel seen, supported, challenged, and empowered. By centering identity, community, courage, and sustainability, I guide students toward becoming confident, culturally grounded performers who can thrive in any artistic space. My goal is always to help them build lives—and careers—that honor both their brilliance and their purpose.